Abstract: This chapter draws on findings from a national study that explores successful numeracy practices in remote and very remote contexts. While there have been many practices identified as contributing to success, this chapter draws on the resources used by teachers to scaffold students' transition from home languages into Standard Australian English (SAE) as they come to learn mathematics. The chapter provides some background into the issues and tensions in teaching mathematics in these settings and then provides practical examples of the strategies used across schools in the study. Two elements of resources are discussed – human resources (as in the local Aboriginal people’s role in scaffolding mathematical learning) and material/pedagogical resources. The participants’ voices will be employed to provide insights into the rationale for such strategies.